EAOP and DCAC Collaboration Model Between EAOP/College ... · EAOP/Destination College Advising Corp Collaborative Model How does it all work? –Destination College Advising Corps

EAOP/College Advising Corps Partnership: Collaboration Model Between EAOP and DCAC

Theresa Vidaurri, EAOP.DCAC Regional ManagerJose Rivas, CEP Executive Director of College Preparation ProgramsMartin De Mucha Flores, UCB EAOP DirectorJessica Thach, EAOP/DCAC Adviser Fellow

Introductions/Warm Up

Presenter Introductions/Roles

Getting to Know Who is In The RoomPlease Share – Your Name, Organization – Who was ou college Heroine or Hero? – What you hope to learn or questions you would like to have answered?

Workshop Goals

• Overview of EAOP, College Advising Corps and Destination College Advising Corps (DCAC) Programs, Service Model, Staff Roles

• Data/Outcomes Reporting

• Funding Model

• Challenges & Benefits

Conceptualizing our Work

The Social Construction of College Access Reexamine and redefine what constitutes academic promise, high quality knowledge and high quality learning.Oakes, J., Rogers, J., Lipton, M., & Morrell, E. (2002)

Near Peer Models/Organizational ChangePerson who assumes responsibility for creating the college culture. Nine principles have been identified as essential for such a culture: (1) college talk; (2) clear expectations; (3) information and resources; (4) comprehensive counseling model; (5) testing and curriculum; (6) faculty involvement; (7) family involvement; (8) college partnerships; and (9) articulation.McClafferty, K. A., McDonough, P. M., & Nunez, A. (2002), McDonough, P. M. (1997)

Community Cultural WealthVarious forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. Yosso,T. (2005)

Cohort WorkAlthough always fluid and changing, peer relationship are indisputably important. For students from working class and immigrant families, peers often play an even more significant role in shaping school performance patre thendo peers for youth form more advantaged circumstances.Cooper, C., & Gandara, P. (2001)

College Advising Corps

History and Background

Service Model– Near Peer Service Strategy: Recent Graduates as Advisers– Whole School: College Enrollment

DCAC Model– Regional Managers/Regional Coordinators– Soft Cohort

Data Expectations

Overview of UC Berkeley EAOP

History

Cohort Service Model– 18 Partner High Schools– 3275 Students Served – 93% Complete A-G– Academic Programs

Staff Roles and Responsibilities– The Evolution From Regional Coordinators to Managers– Regional Managers/Regional Coordinators – Adviser Fellows

EAOP/Destination College Advising Corp Collaborative Model

How does it all work?– Destination College Advising Corps– DCAC: Recruits, leads training, and provides administrative support of

Adviser Fellow. – EAOP: Team leader/supervisor, acts as regional liaison to school and

district.

Collaborative Service Delivery– Cohort Services – Whole School Services

• Workshops, Drop-In, Whole School Events– Academic Programs

• PCA, Summer Sessions, SAT, Office of President Initiatives

EAOP/DCAC Adviser Fellows

Jessica Thach, EAOP/DCAC Adviser FellowDe Anza High School 2015-2017

Fellow Advisory Board MemberDestination College Alumni AssociationUCOP Post-Graduate College Advising InternIncoming Graduate Student at UCLA

https://drive.google.com/open?id=0Bzf2tpMSnGNlam5PdlVNT0RfTDJHS2p3UVFJWGpnZG9TRFF3

FAB 6 Spoken Word Piece

RISING SCHOLARS COLLEGE CARNIVAL

COHORT WORKSHOPS SEA SCHOLARSHIP EVENT COLLEGE PANEL

ADMIN SELFIE

TRANSITIONING OUT

CAC NATIONAL SUMMIT

Data Gathering & Outcomes Reporting

Data Entry – What we collect?

How are we measuring our outcomes? What do we report about?

GRACE Data Tracking System

Evaluation - Stanford

Data/Outcome Samples

Key Performance Indicators

College Applications

DCAC Outcome Example

DCAC Outcome Example

Funding the Opportunity

Creating the Organizational Structure– Funding Development– Silo to Collaborative Partnerships

Funding Partners– College Advising Corps– School Site– EAOP/Cal-SOAP– Community/School District Initiatives

Adviser Fellow Cost

$72,000.00/Adviser Fellow– $33,000.00 Per Adviser Fellow Cost (stipend and insurance)– $3,000.00 Indirect Cost (University Charges)– $13,000.00 Manager Cost– $22,000.00 Overhead (Trainings, Site Budgets, Admin

Personnel and Supplies)

Challenges Implementing The EAOP/DCAC Model

Program Branding

Multiple Outcomes Expectations– Organizational Structure – Changing Service Model– Service and Funder Outcomes/Expectations

Data – Collecting and Outcomes Reporting

Benefits For Schools, Youth, Families and the Community.

Service Delivery – More Comprehensive Services– Maintain Service Levels

Students– Maintain and increase students served

School Site, School District and Regional Visibility

Cost-Effectiveness

Data Sharing

Implementing The Model

Go At It Alone– Partnership Model With Local Districts

Directly Through College Advising Corps– Application process through national office of CAC

Long Range: Partner with DCAC– In Development

QUESTIONS?Cited Research

Cooper, C., & Gandara, P. (2001). Guest Editors’ Introduction: When Diversity Works: Bridging Families, Peers, Schools, and Communities at CREDE. Journal of Education for Students Placed at Risk, 6(1–2), 1–5.

Oakes, J., Rogers, J., Lipton, M., & Morrell, E. (2002). The social construction of college access. Increasing access to college: Extending possibilities for all students, 105-122.

McClafferty, K. A., McDonough, P. M., & Nunez, A. (2002), April). What is a college culture? Facilitating college preparation through organizational change. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.

McDonough, P. M. (1997). Choosing colleges: How social class and schools structure opportunity. Albany: State University of New York.

Yosso, T. (2005). “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race, Ethnicity & Education 8, no. 1 (March 2005): 69–91. doi:10.1080/1361332052000341006.